1. 23 rd Regional Leadership Conference for Administrators on Minority Issues “Cultivating Success for All Students” June 13, 2013 Lynn J. House, Ph.D. Interim State Superintendent of Education

2. STATE BOARD OF EDUCATION Vision To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens. Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community. Goal 1Goal 2Goal 3 To mobilize resources and supports to help ensure that all students exit Third Grade reading on grade level by 2015. To reduce the dropout rate to 13% by 2015. To have 60% of students scoring proficient and advanced on the assessments of the Common Core State Standards by 2016 with incremental increases of 3% each year thereafter. 2

3. 3 Accountability Results

4. 4 District Letter Grade Counts

5. 5 School Letter Grade Counts

6. 6 Graduation and Drop-Out Rates 2006-2011 4-Yr Cohort

7. Nearly one half leave because classes are not interesting Nearly 70% leave because they are not motivated to work hard Nearly one third leave school failing The majority said improving supervision in the classroom would have helped keep them in school Most said their teachers and parents didn’t expect them to do well Nearly 80% said that they would have stayed if the learning was connected to real world “The Silent Epidemic” American’s Promise – Powell Foundation © The Flippen Group 800.316.4311, www.flippengroup.com Why do kids drop out of school? 7

8. Youth-led movement Increases public awareness of the dropout crisis Focuses on supporting and encouraging middle and high school youth in the state to stay in school and graduate Acknowledges the strengths of teenagers – their Heart, Attitude, Resilience and Dedication (HARD) Campaign strives to increase graduation rates throughout the state, starting with 13 school districts participating in this pilot program Mississippi’s Dropout Pilot Program Go HARD Campaign 8

9. Helps students, educators and administrators understand how to allow youth to play a role in transforming schools and school districts Shows students the existing in-school and community support networks and infrastructures Informs students how they can help in the development of effective policies that result in increased student performance Educates students on how data is utilized to support their graduation efforts 9 Mississippi’s Dropout Pilot Program Go HARD Campaign

10. Reached approximately 12,000 students during its on-campus and tour events in February and March Students completed survey: – More than 2/3 of youth (67%) indicated being extremely motivated or very motivated to work – Approximately 11% of youth indicated they did not believe they would be able to stay in school, 18% stated they did know if they would be able to stay in school – About 10% of youth stated that they did not believe adults in their schools and communities had high expectations of them – Majority of youth who attended tour events (86%) think the Go HARD campaign is effective in helping them and/or their peers stay in school and graduate – Overwhelming majority of youth who attended tour events (93%) indicated that they want the Go HARD campaign to continue doing events in their schools and communities Adding other components as identified, such as “Capturing Kids’ Hearts” Go HARD Campaign Update 10

11. Pathways to Success for Every Student 11

12. Assist students in selecting their appropriate graduation pathways Increase attendance rates, high school GPA, and scores on statewide tests in secondary schools Increase enrollment in dual-credit courses Higher rates of postsecondary (PS) enrollment and completion Decrease remediation at the PS level Higher skilled employees in the workforce Brighter future for students, families, and communities Why Pathways to Success 12

13. 1.Every 8 th -grade student must exit 8 th grade with an individual career and academic plan that is updated each year. (Standard #20) 2.Program of study for all secondary career pathways 3.Dual-credit equivalency for students to earn college and high school credit simultaneously 4.Multiple options to obtain a standard high school diploma Multiple Graduation Pathways Excellence for All Innovative Models Mississippi Works Dual Enrollment/Dual Legislative Initiative Career Academies MDE Lead Initiatives 13

14. See this handout on Mississippi Students’ Pathway to Success. www.mde.k12.ms.us 14

15. Pathways to Success RIGOR RELEVANCE RELATIONSHIPS 15

16. Rigor 16

17. Rigor Common Core State Standards An initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) A significant and historic opportunity for states to collectively develop and adopt a core set of academic standards in Mathematics and English/Language Arts 17

18. Why is This Initiative Important? Provides means for states to work together on curriculum development Allows equal opportunity for students to access a strong curriculum Prepares student to compete globally Supports more focused professional development Allows use of better assessment that is more consistent across states (PARCC) 18

19. Shift from “What’s Taught” to “What Students Need to Be Able to Do” 19 To succeed in 21 st century college and careers, students need to be able to: 1. Solve problems 2. Manage oneself 3. Adapt to change 4. Analyze / conceptualize 5. Reflect on / improve performance 6. Communicate 7. Work in teams 8. Create / innovate / critique 9. Engage in learning throughout life

20. The Partnership for Assessment of Readiness for College and Careers (PARCC) Mississippi Institutions of Higher Learning Office of Academic and Student Affairs May 20, 2013 Susan Lee, Director of Academic Affairs State Chair for the PARCC Higher Education Leadership Team 20

21. Two College and Career Ready Determinations: – English language arts/literacy – Mathematics Students who receive a CCRD will have demonstrated the academic knowledge, skills, and practices necessary to enter directly into and succeed in entry-level, credit-bearing courses at public postsecondary institutions without the need for remediation. Students who achieve the CCRD will be guaranteed exemption from remedial course work in that content area. The PARCC Governing Board and ACCR approved the final policies during a special October 25, 2012 session. Policies are located at www.parcconline.org/parcc-assessment-policieswww.parcconline.org/parcc-assessment-policies Background: College- and Career-Ready Determination (CCRD) Policy 21

22. Background: Policy-Level Performance Level Descriptors 22 PARCC states will use 5 achievement levels for grades 3-8 and HS in ELA/literacy and mathematics Each of the proposed performance levels includes: – Policy claims, which describe educational implications for students at a particular performance level. – General content claims, which describe academic knowledge and skills students across grade levels performing at a given performance level are able to demonstrate. Level 4 will be the threshold for earning the College and Career Ready Determinations on the designated high school assessments

23. The following statement was approved for use to inform standard-setting: – Students who earn a PARCC College- and Career-Ready Determination by performing at a Level 4 in Mathematics and enroll in College Algebra, Introductory Statistics, and technical courses requiring an equivalent level of mathematics have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses. – Students who earn a PARCC College- and Career-Ready Determination by performing at a Level 4 in ELA/literacy and enroll in College English Composition, Literature, and technical courses requiring college-level reading and writing have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses. Standard-Setting Validation Studies of the CCRD 23

24. A College and Career Ready Determination on the PARCC assessments indicate: Mastery of the core competencies in the Common Core State Standards identified by postsecondary education faculty as prerequisites for and key to success in entry- level, credit-bearing courses in English and mathematics Readiness for placement into entry-level, credit-bearing courses in ELA and mathematics A College and Career Ready Determination will not: Determine admission to college or university Replace college/university tests to place students into higher level mathematics and English courses. Address non-traditional students who delay enrollment CCRD: Placement NOT Admission 24

25. Keys to Success for Alignment and Implementation 25 Alignment between K-12 and Postsecondary Articulate course content for entry-level courses in mathematics and English language arts across two- and four-year postsecondary institutions to provide the K- 12 system with a benchmark against which to align graduation requirements to adequately prepare students for postsecondary success at any public institution. Establish common college placement policies across all postsecondary institutions for placement into entry-level, college credit-bearing courses. Specifically,  Establish common high school course prerequisites for placement into credit-bearing courses,  Align the default high school course taking graduation requirement to these standards and set policies to ensure that students who complete this coursework are guaranteed entry into college credit-bearing courses.

26. Keys to Success for Alignment and Implementation 26 Statewide Longitudinal Data Systems Link K-12 and postsecondary data warehouses to provide feedback to the K-12 system on the postsecondary performance of high school graduates. Create governance structures to manage a linked P-20 data system by developing cross- sector and sector-specific data accessibility and feedback systems. Establish processes for utilizing data to shape policy and drive improvement towards college- and career ready goals. Define, collaboratively, cross-sector metrics linking first-year student performance, e.g., remediation, performance in entry-level courses, persistence, to public high schools.

27. 27 Benefits of CCSS to Higher Education Better information about the preparation of incoming students Better use of 12 th grade Improved preparation of incoming students – from all states Increased academic rigor in entry-level, credit-bearing courses Reduced remediation rates Increased degree attainment rates Increased capacity – colleges can admit more students Options for academic interventions to ensure students remain on-track to college readiness

28. Relationships 28

29. A student’s guide that helps them establish and achieve their career and academic goals for success after high school – Provides mentoring and guidance to assist students in career pathway planning – Helps identify correct graduation pathway options – Supports changes to meet student needs and ambitions – Transitions into a profession or postsecondary educational major Individual Career and Academic Plan 29

30. Students will be introduced to career options in the 6th-7th grades. Spring pre-registration for the 2012-2013 school year – All 8th and 9th grade public school students in Mississippi Should select a program of study (major). Develop an iCAP based on this major with input from counselors, mentor teachers, and parents. In the following years, iCAP will be developed for all incoming 8th graders. Students will revise iCAP each year in grades 9-12. Individual Career and Academic Plan 30

31. Relevance 31

32. Multiple pathway options to a standard diploma Career Pathway Option (21 Credits LAW) ( MS Code 37-16-17) Or Traditional Pathway Option (24 Credits minimum) Or District Pathway Option (21 Credits minimum) Graduation Pathway Options 32

33. Graduation Pathways Career Pathway Option 21 Credits Traditional Pathway Option 24 Credits minimum District Pathway Option 21 Credits minimum Graduation Requirements Required Subjects Graduation Requirements Required Subjects Graduation Requirements Required Subjects 4 Credits of English 3 Credits of Math 3 Credits of Science 3 Credits of Social Studies ½ Credit of Health/Physical Education 1 Credit of Integrated Technology 4 Credits of Career & Technical Education Electives and 2 ½ Credits of Electives English I, English II Algebra I Biology I 1 U. S. History ½ U.S. Government ½ Mississippi Studies ½ Comprehensive Health, ½ Family and Individual Health, or ½ Physical Education Computer Discovery, ICT II, 9th STEM, or Computer Applications and Keyboarding From Student’s Program of Study 4 Credits of English 4 Credits of Math 4 Credits of Science 4 Credits of Social Studies ½ Credit of Health ½ Credit of Physical Education 1 Credit of Business & Technology 1 Credit of Art 5 Credits of Electives English I, English II Algebra I Biology I 1 World History 1 U. S. History ½ Geography ½ U. S. Government ½ Economics ½ Mississippi Studies ½ Comprehensive Health or ½ Family and Individual Health Computer Discovery, ICT II, 9th STEM, or Computer Applications and Keyboarding 4 Credits of English 4 Credits of Math 3 Credits of Science 3 Credits of Social Studies ½ Credit of Health ½ Credit of Physical Education 1 Credit of Business & Technology 1 Credit of Art 4 Credits of Electives English I, English II Algebra I Biology I 1 World History 1 U. S. History ½ U. S. Government ½ Mississippi Studies ½ Comprehensive Health or ½ Family and Individual Health Computer Discovery, ICT II, 9th STEM, or Computer Applications and Keyboarding Individual Career and Academic Plan (iCAP) Each student in Mississippi schools should have an Individual Career and Academic Plan that is personalized to meet each learner’s educational and career goals. Students who choose the Career Pathway Option must complete four career and technical education credits and two and one half elective credits specified in the student’s iCAP. Subject Area Tests The Subject Area Testing Program (SATP) consists of four academic, end-of-course tests (Algebra I, Biology I, English II, and U.S. History from 1877). A passing score in each of the four subject-area tests is required. 33

34. Innovative High School Models 34 MS Works Gateway to College Career Academy Excellence for All Early College High School Dual Credit/Dual Enrollment

35. Section 37-15-38 and Section 35-151-7 A Dual Enrollment-Dual Credit Program for at-risk students College courses help students earn both college certification/degree and a high school diploma Base MAEP funds flow from district to community college Any course required for subject area testing for graduation is eligible for dual credit Dual credit courses shall also include career, technical, and degree programs Pilot Projects beginning January 2013 - full implementation Fall 2013 MS Works 35

36. Grant from the Gates Foundation Partnership with Hinds Community College and Rankin County School District Have 78 students in the co-hort this year 6 students have graduated Retention rate is approximately 80% Will convert to MS Works Gateway to College 36

37. 1.A small learning community Cohort of high school students Cohort takes classes together for a minimum of 2 years Cohort taught by a team of teachers from different disciplines 2.A college-preparatory curriculum with a career theme Enables students to see relationships among academic subjects Promotes application of academic and CTE to a broad field of work 3.Partnerships with employers, the community, and local colleges, bringing resources from outside the high school to improve student motivation and achievement 4.Grant to three additional school districts spring 2013 5.Lamar, Madison, Rankin, Meridian, George County, and Clinton School Districts Career Academy 37

38. Offers multiple pathways for high school completion Includes expectation that all students meet high standards Allows the opportunity to exit high school at end of 10 th grade OR to continue to grade 12 to complete AP, IB, or CTE program leading to industry certification. Sound core program, solid teacher training, high quality exams 38 Excellence for All National Center on Education and the Economy

39. Students motivated to take tough courses and study hard A very strong curriculum and teachers trained to teach it for schools and students with weak instructional resources A strong system for preparing the most able students for selective colleges A way to identify students not college-ready by the end of their sophomore year and to provide focused instruction on the things they must do to succeed Trading a time-in-the-seat system for one that rewards performance College entrants ready to do college-level work Excellence for All 39

40. Move Up When Ready State Consortium on Excellence for All Options Public Open Admission Colleges  2-year  4-year Public Open Admission Colleges  2-year  4-year Lower Division Board Examination System High School Diploma Program (exams can be taken/diplomas awarded as early as end of 10 th grade) Lower Division Board Examination System High School Diploma Program (exams can be taken/diplomas awarded as early as end of 10 th grade) Move on When Ready Accredited Career and Technical Programs Upper Division Board Examination System High School Diploma Program  STEM focused  CTE focused  Purely College Prep Focused (exams can be taken/diplomas awarded as early as end of 12 th grade) Upper Division Board Examination System High School Diploma Program  STEM focused  CTE focused  Purely College Prep Focused (exams can be taken/diplomas awarded as early as end of 12 th grade)  Public Open Admission 4-year College  Selective 4-year College  Public Open Admission 4-year College  Selective 4-year College  Public Open Admission 4-year College  Selective 4-year College  Public Open Admission 4-year College  Selective 4-year College Workplace Public Open Admission  2-year College  4-year College Public Open Admission  2-year College  4-year College Age 14 - 17 (approx)Age 16 – 19 (approx)Age 17 – 23 (approx) 40

41. 41 Designed for students at-risk for post-secondary education, but open to all. Typically offered on post-secondary campus Offers college coursework as early as 2nd semester of freshman year Students can complete coursework to exit high school with an AA degree and a high school diploma Can also stay an additional year to complete the AA. Early College High School (ECHS)

42. ECHS National Statistics (2011) 230 Early/Middle Colleges in 28 States Serve over 50,000 students per year 70% Students of Color 59% Free and Reduced Lunch 71 – NC Early/Middle Colleges 44 – TX Early /Middle Colleges 42

43. Career Pathway Diploma Option Provides a course of study linked to one of the 16 nationally-recognized career clusters Aligned with career readiness/industry certifications. Combines career-technical knowledge/skills with academic competencies, such as technical writing, to support workplace success Emphasizes appropriately rigorous standards and relevant hands-on experiences 43

44. Multiple ways to implement Multiple ways to cover cost Alignment to MDE and postsecondary practices Collaborative effort toward postsecondary attainment and career readiness Part of new accountability system in 2015 Dual Credit/Dual Enrollment 44

45. High School Options Expected Outcomes Increase flexibility to meet student needs Increase high school graduation rates Reduce drop out rates Increase college-going/completion rates Reduce college remediation rates Reduce suspension and expulsion rates Provide better transitions to the workplace and college 45

46. 46 Other Initiatives: Professional Learning Communities Education Achievement Council Mississippi is committed to ensuring success for every student through a cohesive, but flexible approach.

47. 47 Contact: Lynn J. House, Ph.D. Interim State Superintendent lhouse@mde.k12.ms.us www.mde.k12.ms.us Questions / Comments